Constructivism and Critical Thinking

Puolimatka, Tapio

doi:10.5840/inquiryctnews20032244

Cited by 4 publications

(5 citation statements)

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“…This meaning‐making process becomes more important than acquiring specific knowledge and skills (Lutz & Huitt, 2004). Puolimatka (2003) linked constructivism to critical thinking by asserting that ‘critical thinking is self‐correcting, because it is subject to constant evaluation in the framework of objective criteria’ (p. 10). Similarly, non‐egocentric processing calls for understanding the needs of the situation as it relates to others (society).…”

Section: Overview Of Critical Thinkingmentioning

confidence: 99%

“…This meaning-making process becomes more important than acquiring specific knowledge and skills (Lutz & Huitt, 2004). Puolimatka (2003) linked constructivism to critical thinking by asserting that 'critical thinking is self-correcting, because it is subject to constant evaluation in the framework of objective criteria' (p. 10). Similarly, non-egocentric processing calls for understanding the needs of the situation as it relates to others (society).When decisions are no longer driven by the desire to satisfy ego needs, one can consider the implications of any decision on others and incorporate other worldviews as one's personal viewpoint becomes one of many.To be able to examine information from this perspective requires one to have a worldview that allows for more complex meaning-making.…”

Section: Constructivism and Critical Thinkingmentioning

confidence: 99%

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Deficient Critical Thinking Skills among College Graduates: Implications for leadership

Flores

Matkin

Burbach

et al. 2012

Educational Philosophy and Theory

142

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Although higher education understands the need to develop critical thinkers, it has not lived up to the task consistently. Students are graduating deficient in these skills, unprepared to think critically once in the workforce. Limited development of cognitive processing skills leads to less effective leaders. Various definitions of critical thinking are examined to develop a general construct to guide the discussion as critical thinking is linked to constructivism, leadership, and education. Most pedagogy is content‐based built on deep knowledge. Successful critical thinking pedagogy is moving away from this paradigm, teaching students to think complexly. Some of the challenges faced by higher education moving to a critical thinking curricula are discussed, and recommendations are offered for improving outcomes.

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Section: Overview Of Critical Thinkingmentioning

confidence: 99%

Section: Constructivism and Critical Thinkingmentioning

confidence: 99%

Deficient Critical Thinking Skills among College Graduates: Implications for leadership

Flores

Matkin

Burbach

et al. 2012

Educational Philosophy and Theory

142

View full text Add to dashboard Cite

show abstract

“…We can easily find several more reasons. Despite the possible challenges 4 in the epistemological base of the constructivism (see Puolimatka, 1999, 2003; Nodding, 2016, p. 122), the practical educators have found constructivist learning theories helpful in their work and many researchers from deviating aspects have used these as relevant background theories for their studies. Some of the recent publications with constructivist learning theories as the theoretical framework have tackled the use of technology (Alabdulaziz and Higgins, 2017; Harasim, 2017), business ethics (Lämsä et al, 2017), professional development (Shore and Morris, 2016), curriculum studies (van Bommel et al, 2015), higher education (Bhola and Parchoma, 2015), augmented reality teaching (Dunleavy and Dede, 2014), experiential learning (Kolb, 2014), and linguistics (Jiang and Perkins, 2013)—just to mention a few.…”

Section: Constructivism and Cognitive Psychology In The Contemporary mentioning

confidence: 99%

“…4According to Puolimatka (2003), for example, a challenge in constructivism is that the constructivist view of knowledge does not provide us an adequate epistemological framework for the critical thinking .…”

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confidence: 99%

Cognitive–Linguistic and Constructivist Mnemonic Triggers in Teaching Based on Jerome Bruner’s Thinking

Metsämuuronen

Räsänen

2018

Front. Psychol.

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Effective teachers use mnemonic tools or mnemonic triggers to improve the students’ retention of the study material. This article discusses mnemonic triggers from a theoretical viewpoint based on Jerome S. Bruner’s writings. Fifty small linguistic–cognitive, constructive-, rhetorical-, and phonological–mnemonic triggers are detected. These triggers may become supporting elements for our memory system when we are “constructing the realities” in a Brunerian sense when we are ordering, differentiating, comparing, and handling information, stories and experiences in our mind. Many of these are small, hidden linguistic elements in speech. This article discusses their usage in the educational talk and textbooks.

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“…Constructivism, as a theory on learning and knowledge, emphasizes learners' initiative and posits that learning is a process whereby learners generate meaning and construct understanding based on their prior knowledge and experience [9]. The constructivist's learning view is to develop critical thinking ability and habits, skills, and attitudes for the premise of sufficient knowledge construction [10]. Applying constructivist principles in learning models can effectively enhance college students' critical thinking ability [11].…”

Section: Introductionmentioning

confidence: 99%

Innovation of Teaching Tools during Robot Programming Learning to Promote Middle School Students’ Critical Thinking

2022

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In the digital age, robotics education has gained much attention for cultivating learners’ design thinking, creative thinking, critical thinking, and cooperative abilities. In particular, critical thinking as one of the key competencies in Education for Sustainable Development (ESD) can stimulate imagination and creation. It is of great value to explore critical thinking cultivation in robot programming learning. Therefore, this study applied different teaching tools to take the content of “making a manipulator through programming and construction” in a robotics course as an experimental context to examine the promotion of learners’ critical thinking. Before the experiment, a pre-test was conducted to measure students’ critical thinking ability. Then, all students were divided randomly into two groups: one as an experimental group with the teaching tool of Construction–Criticism–Migration (CCM) instructional design, and the other as a control group with the traditional teaching tool of demonstrate–practice instructional design. After a 6-week experiment, the measurement of critical thinking was applied as a post-test. SPSS was used to conduct an independent sample t test and one-way ANOVA to explore whether students’ critical thinking ability had improved and whether differences were found between the experimental group and the control group after the 6-week experiment. The results showed that the experimental group students’ critical thinking ability significantly improved, whereas no significant difference was found before and after the experiment for the control group. A significant difference existed between the two groups. This study provides an example of a new instructional design teaching tool for the teaching of robot programming and can provide valuable suggestions for instructors in middle schools.

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Constructivism and Critical Thinking

Cited by 4 publications

References 0 publications

Deficient Critical Thinking Skills among College Graduates: Implications for leadership

Deficient Critical Thinking Skills among College Graduates: Implications for leadership

Cognitive–Linguistic and Constructivist Mnemonic Triggers in Teaching Based on Jerome Bruner’s Thinking

Innovation of Teaching Tools during Robot Programming Learning to Promote Middle School Students’ Critical Thinking

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